The importance of analogy-making and analogy-based reasoning for human cognition and learning by now has widely been recognized, and analogy-based methods are slowly also being explicitly integrated into the canon of approved education and teaching techniques. Still, the actual level of knowledge about analogy as instructional means and device as of today is rather low and subject to scientific study and investigation. In this paper, we propose the fruitful use of computational analogy-engines as methodological tool in this domain of research, motivating our claim by a short case study showing how Heuristic-Driven Theory Projection can be used to model the mode of operation of an analogy taken from a science class for 8 to 9 year old children.
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